This document discusses different modes of distance education, focusing on videoconferencing and computer simulations. It provides technical and instructional definitions of videoconferencing, discusses theoretical frameworks like transactional distance theory. It also describes different videoconferencing systems, software, and skills needed for effective videoconferencing teaching. Benefits of videoconferencing for teaching, schools, and students are outlined. Computer simulations in distance education are defined and developments discussed, including assessment. Electronic resource links and textbook references are also provided.
Abdul wajid on Educational Broadcasting in Pakistanabdulwajidable
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Delivery Modes of Distance Education Through Videoconferencing and Computer Simulation
1. Republic of the Philippines
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
College of Teacher Education and Technology
Tagum-Mabini Campus
Presented to: MS. MIZPAHGEN MORALIA
Instructor , Educational Technology 2
Presented by: REY JOHN REBUCAS
BEEd-General Education
PROVERB 2:6
“For the LORD gives wisdom;
from his mouth come knowledge
and understanding”.
5. WHAT IS VIDEOCONFERENCING?
(A Technical and Instructional View)
Technical
Videoconferencing is a
live, real time connection
between individuals in a
separate location(s) for the
purpose of face-to-face
communication to share
information via IP
(Internet Protocol) or
ISDN (Integrated Services
Digital Network)
connectivity.
Instructional
Videoconferencing,
one means of Distance
Education, allows the
educator to reach
participants outside
the classroom or work
environment due to
distance and/or time
restraints.
6. Theoretical Issues of Videoconferencing
Transactional Distance Theory
All distance learning has three core
components:
– Dialogue
– Structure
– Learner Autonomy
7. According to Moore, (2003)
“The transaction that we call distance
education occurs between teachers and
learners in an environment having the
special characteristic of separation of
teachers from learners.
This separation leads to special patterns of
learner and teacher behaviours that
profoundly affects both teaching and
learning”.
8. Transactional Presence
From Shin, 2003:
Transactional Presence is
“the degree to which a
distance student
perceives the availability
of and connectedness
with people in his/her
educational setting (Shin,
2003, p. 71).
10. VIDEOCONFERENCING
SYSTEMS
PORTABLE SYSTEM
These are mid-level products
designed for medium sized
rooms, it can look and act
like a dedicated system by
adding monitors, carts,
computer, microphones,
video playback, etc.., and
can be moved from room to
room.
11. VIDEOCONFERENCING
SYSTEMS
DEDICATED
SYSTEM
A stationary (or integrated)
room system consist of
hardware that is custom
fixed within a centralized
location. Equipment usually
needed Multi-point are: 2
Monitors, LCD, codec,
camera(s), microphones,
computer, multiple video
sources, special lighting and
touch control.
12. VIDEO CONFERENCING SOFTWARE
FOR DISTANCE LEARNING
No more disrupted or
cancelled lessons
Invite lecturers from
another countries
Record your lectures
Use collaboration tools
Implement the VC
system in just 15
minutes!
https://trueconf.com/video-conferencing-usage/learning.html
13. According to Cyrs (2003)
Cyrs (2003) has compiled an extensive list of skills that are needed
to be a good videoconferencing teacher. Some of these skills
include:
– using visualization techniques,
– using props,
– using good presentation techniques,
– using effective questioning with remote sites,
– creating interest,
– planning and managing remote site materials,
– planning and managing remote site activities,
– knowing copyright laws,
– correlating the technology and other
instructional materials, and
– planning for evaluation.
14. BENEFITS TO TEACHING
Reed and Woodruff (1995) outlined four main
benefits of videoconferencing technologies in
teaching:
– Teachers make a visual connection with students
– Increased potential for interaction and interactive
teaching techniques.
– Allow a connection with the "outside world" and
consequently, outside resources and experts.
– Allow for the integration of a very diverse set of media,
such as document cameras, that allow teachers to share
resources with students .
15. BENEFITS TO SCHOOLS
Experienced benefits of videoconferencing
in K-12 schools (Sullivan, Jolly, Foster &
Tompkins, 1994)
– it allows continuous interaction,
– it allows a high degree of relevance for
individual learners by clustering students based
on their educational needs,
– it is often a stimulating learning environment
for students,
– it offers the flexibility of connecting to other
schools and institutions.
16. BENEFITS TO SCHOOLS
– it has become more affordable,
– it allows cooperative arrangements and
partnerships with businesses, schools and
institutions,
– it often allows for simultaneous access to
outside information using other
technologies, and
– videoconferencing classrooms have the
potential to become a school/community
production center.
17. BENEFITS TO STUDENTS
Learn in an effective emerging
technological environment that improves
and prepares them with real world
communication and presentation skills.
Utilize world-wide resources that
include experts, professionals, remote
institutional resources and other students.
Broadens the scope of learning resources.
Function in a global climate that will
link them to different social, cultural and
economic backgrounds.
Enhances motivation and critical
thinking.
18. BENEFITS TO STUDENTS
Videoconferencing MAY increase
student motivation when compared
to traditional methods of distance &
correspondence learning.
Videoconferencing IS just as good
as other instructional mediums
when it comes to student attitudes
and achievement (Russell, 1999).
Videoconferencing DOES bring an
increased number of learning modes
to the distance learning experience.
19. BENEFITS TO STUDENTS
Videoconferencing CAN provide rich
and meaningful authentic learning
experiences for students.
Videoconferencing MAY increase the
level of teacher-learner and learner-
learner dialogue (or interaction) in a
course.
Videoconferencing CAN provide
access to resources outside of a
school or school division.
20. WHAT IS COMPUTER
SIMULATION?
Distance Education can
incorporate many types of
media and instructional
methodologies, including
computer simulations.
Computer simulations can
play a crucial role in distance
education because they can
provide a vehicle for
“interactive practice” (Berge,
2002).
21. WHAT IS COMPUTER
SIMULATION?
A computer model of a real-life system or
process represented in an abstracted or scaled-
down form (Heinich, et. al. 1999; Sternberg,
1999).
In addition, “they inform the instructor and the
learner of aspects of the real-life system
At the same time, “computer simulations have
been found to be most effective for learning to
achieve immediate learning objectives
(Hensgens, 1998).
22. DEVELOPMENTS OF
COMPUTER SIMULATION
OPEN SOFTWARE
SOLUTIONS
The learning objective of the
simulation was “anchored
instruction”, resulting in a self-
motivated and relevant learning
experience (Heinich, et. al.,
1999).
23. DEVELOPMENTS OF
COMPUTER SIMULATION
The materials presented in the
computer simulation- provided
challenging applications of
basic knowledge and skills
were supported by a course
pack-contained basic
information of printed
materials sent to each student
that was assigned to a tutor /
coach who offered support and
guidance (Min, 2001).
25. DEVELOPMENTS OF
COMPUTER SIMULATION
Develop a high quality learning that is essential for
moving the student to a state of “metacognition” where the
student takes responsibility for his/her own learning
(Sternberg, 1999).
Designed to support development of cognitive models,
provide interactive practice, encourage hypothesis
formation, hypothesis testing, experimentation and
mastery of concepts through application of knowledge to
real-world problems (Eriksson, 2000).
The simulation involved the student in theory-and-practice
exercises with the goal of enabling the student to apply
acquired knowledge to realistic work environments
(Bergland, 2000).
26. Racol Best Practices -
http://www.racol.ualberta.ca/vignettes/
The VIDE Cookbook for Teachers (more
technical) -
http://www.videnet.gatech.edu/cookbook.en/list_topics
Videoconferencing in Education -
http://www.d261.k12.id.us/VCing/intro.htm
Videoconferencing Instructional Strategies -
http://www.kn.pacbell.com/wired/vidconf/instruct.htm
ELECTRONIC RESOURCE
LINKS
28. TEXTBOOK REFERENCES
Berge, Z. L. (Summer, 2002). Active, Interactive and Reflective eLearning.
Quarterly Review of Distance Education, 3(2), 181-90.
Briggs, J. C. (May, 2002). Virtual Reality is Getting Real: Prepare to Meet Your
Clone. Futurist, 36(3), 34-42.
Cooper, J. B., Baron, D., Blum, R., Davison, K., Feinstein, D., Halasz, J., et. al.
(May, 2000). Video Teleconferencing with Realistic Simulation for Medical
Education. Journal of Clinical Anesthesia, 12, 256-261.
Dean, A. M. & Webster, L. (2000). Simulation in Distance Education: Progress
towards an Evaluation Instrument. Distance Education, 21(2), 344-360.
Evans, C. & Fan, F. P. (November 4, 2002). Lifelong Learning through the
Virtual University. Campus-Wide Information Systems, 19(4), 127-134.
